Week 9: My Digital Story
Friday, May 23, 2014I hope you can see the question that I am trying so hard to answer.
Friday, May 23, 2014
Wednesday, May 21, 2014
Week 8 Integrated Lesson Plan - Introduction to the Periodic Table
Week 8: Integrated Lesson Plan - Introduction to the Periodic Table
May 21, 2014I finally figured out how to embed documents within my Blog, so here is a redo of my last post:
This is the lesson plan that I created:
This is the PowerPoint that I created for lesson plan:
This is the Crossword Puzzle that I created for lesson plan:
This is the Rubric for the assessment that I created for lesson plan:
This is a link to the Sample Student Outcome that I created for lesson plan.
I must say that I learned a great deal while creating this lesson plan.
Tuesday, May 20, 2014
Week 8: Integrated Lesson Plan - Introduction to the Periodic Table of Elements
Week 8: Integrated Lesson Plan - Introduction to the Periodic Table of Elements
Lesson Plan: Chemistry - Introduction to the Periodic
Table of Elements
Name/Age
group/Subject area: High School/Grade 11/Chemistry
List the Web
site you found your lesson on: Share My
Lesson (http://www.sharemylesson.com)
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“Big
Idea” this lesson plan supports:
Learning about the
Periodic Table
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Lesson Plan Component
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Criteria
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Title
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Chemistry - Introduction to the Periodic Table of
Elements
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GSE’s/GLE’s/Frameworks
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NH Curriculum Frameworks:
S:PS1:11:1.2
Recognize how elements are arranged in the periodic table; and explain
how this arrangement illustrates the repeating patterns among elements with
similar properties, such as the relationship between atomic number and atomic
mass.
National Educational Technology Standards (NETS)
1. Creativity
and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply
existing knowledge to generate new ideas, products, or processes
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Objective(s)
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LOTS
Students will be able to:
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read
and interpret the Periodic Table
·
identify
the two major types of elements
·
identify
the atomic name, atomic symbol, atomic number, and atomic mass of any given
element in the Period Table using a web-based tool such as https://www.ptable.com
·
identify
at least five (5) key elements and a characteristic of each element
HOTS
Students will be able to:
·
apply
information that they have learned about the Periodic Table to create a video
which describes a minimum of five (5) elements and where they exist in the
real world.
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Materials
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1.
Handout
– Periodic Table Basics Crossword
Puzzle
2.
Handout
– Rubric for Video – Real World
Elements
3.
Computer
with Microsoft PowerPoint and internet access.
4.
PowerPoint
Presentation: Introduction to the Periodic Table.
5.
YouTube
Video: “History
of Periodic Table”
6.
YouTube
Video: “The
NEW Periodic Table Song (In Order)”
7.
Projector.
8.
PC,
laptops, etc. for students to use.
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Anticipatory Set
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Students will practice identifying elements and groups
of elements in the Periodic Table.
Ask the class who has seen the Periodic Table of
Elements, who can give the class a fact they know about the Periodic Table of
Elements, and who can identify an element on the Periodic Table of Elements.
Tell them we are going to be learning a little bit
about the history of the Periodic Table as well as how to read and interpret
it. Ask questions about why it is
important to know about the Periodic Table when studying Chemistry.
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Procedures
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Block
1:
Introductory
Activity
Play the “History of Periodic Table”
video.
Pause at 3:10 – the end of Section1
and beginning of Section 2.
PowerPoint
Presentation:
Introduction
to the Periodic Table
Slide 1: During today’s class we will learn about the
Periodic Table of Elements.
Slide
2: We will learn what the periodic
table is, how it was created, and what information can be obtained from the
table.
Slide
3: This is a modern version of the
Periodic Table of the Elements.
Slide
4: Each box contains information about
one Element and includes the Atomic Number, Atomic Symbol, Atomic Name, and
Atomic Weight.
Slide
5: The Atomic Symbol is one or two
letters that stand for the element.
The first letter is always CAPITALIZED and the second letter is always
lower case. The symbol often comes
from an ancient name of the element.
The Element (or atomic) name is the name of the element in English. It is how all scientists identify the
element.
Slide
6: The atomic number shows the number
of protons in the element. The atomic
mass number shows the number of protons plus the number of neutrons in the
element. The atomic mass is an average
of all common isotopes.
Slide
7: As we saw in the video, Mendeleev
arranged the elements by increasing atomic mass because the properties of the
elements repeated at regular intervals, or periods – thus the name: Periodic Table. The periodic table is based on the
similarity of properties and reactivity’s exhibited by certain elements. Forty years later Henri Moseley (England,
1887-1915) established that each element has a unique atomic number, which is
how the current periodic table is organized.
Slide
8: The periodic table is based on a
theory. The periodic theory, like all
theories, is constantly evolving. The
following slides give an overview of this evolution.
Slide
9: Note that the elements that are now
at the tops of the columns were at the sides in Mendeleev’s table.
Slide
10: In 1902 a new column was added for
the Noble Gases.
Slide
11: In 1914 the table was reorganized
by atomic number.
Slide
12: Since 1923 more than 26 new
elements have been added.
Slide
13: In the 1940s two new rows were
added for the lanthanoids and the actinoids.
Slide
14: Some people ask about the
placement of Helium and Hydrogen in the table.
Slide
15: The Periodic Table is a map of the
building block of matter.
Slide
16: There are two basic groups of
elements: Metals and Non-Metals. Metals have high electrical conductivity,
metallic luster, higher melting points, and are ductile and malleable. Non-metals have poor conductivity, a non-metallic
luster, and are mostly solids which are brittle.
Slide
17: There are atomic families within
each group of elements. Metals include
Alkali Metals, Alkaline Earth Metals, Transition Metals, and Semiconductors
or Metalloids. Non-Metals include
Halogens and Noble Gases.
Slide
18: Alkali Metals are On the left side
of the periodic table. They are very
reactive because they all have only one electron in their outer shell. They form +1 ions, are shiny and light in
weight, are good conductors of heat and electricity, and are very malleable
and ductile.
Slide
19: This shows the location of the Alkali
Metals.
Slide
20: Alkaline Earth Metals are the
second most reactive family of elements.
They are also located on the left side of the periodic table. They are not as reactive as the alkali
metals because they have two electrons in their outer shells. They form +2 ions, are good conductors of
heat and electricity, and are also very malleable and ductile.
Slide
21: This shows the location of the
Alkaline Earth Metals.
Slide
22: Transition Metals are found in the
center of the periodic table. They can
bond with many elements in a variety of shapes. They are good conductors of heat and
electricity, have high melting points, and are very malleable and
ductile.
Transition
metals form compounds that are brightly colored.
Slide
23: This shows the location of the
Transition Metals.
Slide
24: Semi-Conductor Metals, or
Metalloids, are intermediate conductors of heat and electricity. They can only conduct under certain conditions. They have some properties of metals and
some of non-metals.
Slide
25: This shows the location of the Semi-Conductor
Metals.
Slide
26: Non-Metals have low melting points
and boiling points. They are poor
conductors of heat and electricity, they form negative ions, and they are
very plentiful on earth.
Slide
27: This shows the location of the Non-
Metals.
Slide
28: Halogens also have low melting
points and boiling points. They are poor
conductors of heat and electricity.
They form -1 ions and are very reactive because they are only missing
one electron to have a full valence shell.
They often occur as diatomic molecules.
Slide
29: This shows the location of the Halogens.
Slide
30: The Noble Gases are located in the
far right column of the periodic table.
They occur as single atoms. Their
outer electron shells are full. They rarely
combine with other elements; they are very non-reactive. All are gases at room temperature.
Slide
31: This shows the location of the
Noble Gases.
Web
Based Periodic Table
Block
2:
Introductory
Activity
Play “The NEW Periodic Table Song
(In Order)” video.
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Closure
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Ask the students to tell us one thing that they learned
about the periodic table of elements as it relates to the real world. Do they see the connection?
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Assessment
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Block 1:
Block 2:
Video
– Real World Elements:
Today we
are going to use what we have learned about the Periodic Table to make a
video.
Using
Animoto, or another Web 2.0 Tool, develop a video which describes a minimum of five (5) elements and
where they exist in the real world.
The assessment will be the Rubric for The Periodic Table Real World Elements.
Sample
Student Outcome:
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Modifications/
Accommodations
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Resources:
YouTube Video: “History of Periodic Table”
YouTube
Video: “The
NEW Periodic Table Song (In Order)”
Elements_and_the_Periodic_Table.ppt
Sunday, May 11, 2014
Week 7: Field Interview with Mr. T
May 11, 2014
I had the great pleasure of visiting DJ Bakie Elementary School in Kingston, NH and observing a class with Mr. T. Mr. T is a 4th grade teacher and has been teaching for 4 years.
When I arrived the students were just returning to the classroom from NWEA testing. As the children came in they were pretty wound up. It took a few rounds of having the students sit down together on the carpet and "turn off their voices" to get the class settled. Once everyone was settled down Mr. T introduced me and told the students why I was there. He then went on with instructions for the lesson.Science is a wonderful thing
My observation took place during a science lesson. The students were in groups based on their seating arrangement in class. There were four or five students in each group. Mr. T gave instructions while everyone was seated on the carpet in the middle of the room. One person from each group needed to get a laptop, another person needed to get a temperature probe, and then all students were to return to their desks to read the instructions to figure out what else they were going to need. One by one each group sent a representative student up to Mr. T to get three cups graduated cylinder. Mr. T reminded the students about the setup of their laptop and temperature probe - laptop on one side of the desks and temperature probe way on the other side of the desks, as far away as possible. They were going to be using the temperature probes to measure the temperature of water.
As the students booted up their laptops I began walking around the room and talked to a few of them. I asked one student what login information they were using and they explained to me that they were given a login (which was their first initial last name) in kindergarten and that it is the login they always use. The password changes each year. After logging in they started a program called "Logger Lite". They plugged a temperature probe into one of the USB ports on their laptop and they were ready to go.
The students each had a packet which they had been working on for a few days. Today the students were running three experiments with cold and hot water. First they had to go to the sink and get a predetermined amount of hot water in one cup, and a predetermined amount of cold water in a second cup. As a group they would measure the temperature of the hot water and record the highest temperature they saw. Next they would measure the temperature of the cold water and record the lowest temperature they saw. Finally they would mix the hot and cold water together and measure the temperature of the mixture. They did this three different times with different volumes of hot and cold water. Based on their results they needed to come up with a hypothesis about the temperature as it related to the amount of hot and cold water.
As I watched the students it was obvious to me that they were very comfortable using the computers and the temperature probes. I saw one student remind another that the laptop and the probe had to stay on opposite sides of the desks so that the water didn't get near the laptop. I saw another student reprimand one of his classmates for swinging the temperature probe to try and cool it down, telling him that it would break the wire if he kept swinging it like that. This class has definitely seen its share of technology in the classroom.
Once the science lesson was complete and everything had been cleaned up, Mr. T brought the students back to the carpet in the center of the room. Mr. T read aloud to the students while one group at a time went and cleaned up their desk, packed up their backpack, and stacked their chair to be ready to go when school was over. It was an easy transition from technology to tradition and the students seemed to enjoy it as well.
Interview with Mr. T
I was fortunate to be able to ask Mr. T several questions regarding the use of technology in his classroom. My interview went something like this:
Patty: How often to do you use technology in the classroom?
Mr. T: Every day, multiple times per day.
Patty: What types of technology do you use?
Mr. T: Laptops, Educreations (on the iPad), Mimio (like Smartboard), Kidblog (online blog for students), Senteo clickers, Khan Academy, Reflex math, Loggerlite temperature graphing software and more.
Patty: How do you obtain devices for use in your classroom?
Mr. T: We have a technology committee which works to get devices for use in our school.
Patty: Do all of the teachers in your school use technology at the same level as you?
Mr. T: No. We have 25-ish teachers, and only 5-6 of them are tech savvy.
Patty: What do you do if the technology doesn't work as you expect it to?
Mr. T: You always have to have a Plan B. It doesn't happen often, but it does happen.
Patty: What do you do gain by using the technology?
Mr. T: Engagement of the student, speed and efficiency, help for the environment, and the opportunity to go deeper with the student.
Kodu Game Lab with Mr. T
After school was over I was extremely fortunate to be able to observe Mr. T during his after school "Video Programming Club". This was the first session for a new group, so I got to see Mr. T introduce the program to the students. In the span of one hour Mr. T introduced the program to 15 students, got them each setup on their own computer, and had them creating their own world in Kodu. The club goes for four weeks and Mr. T said that at the end of the four weeks every student has a working video game. Mr. T said that the purpose of the club is to teach students about how programming works.
As I watched the students start to create their worlds in Kodu I was struck by how quiet it was for the first five to ten minutes. Every student was deep into finding their way around Kodu. Then all at once the room exploded with questions and conversations:
"Mr. T can you show me how to make this guy fly?"
"Hey, how did you do that? Show me how you did that!"
"Mr. T check out my world!"
"Wow that's a really cool lava pool!"
There was major collaboration between the students and their neighbors. One student was working and the program crashed. He restarted the computer and program and recovered his work without asking any questions. Mr. T didn't know anything had happened! By the end of the one hour session one student actually had a partially working game!
Final thought from Mr. T:
"The technology isn't the teacher. I am the teacher who uses the technology as a tool to educate."
I learned a great deal from this assignment. I was able to observe a teacher who has embraced the use of technology in their classroom. Mr. T has his own website which includes a page of links for the students to use. This is similar to the portaportal and diigo sites that we learned about in class. I was able to see students using technology in the classroom and creating their own video games in a club after school. This field experience was fantastic for me. Not only did I learn a great deal, but more importantly I got to see the reality of a classroom.
Tuesday, May 6, 2014
Week 6: Growing Up in a Digital World
May 6, 2014
1.
Compare and contrast
each documentary. What has changed from
the first one (Growing Up Online) made in 2008 to the newer one (Digital
Nation) filmed in 2010?
The first documentary, Growing Up Online (2008), included more personal stories which were very
engaging. This documentary was made when
“going on-line” was very new and revolved mainly around America On Line Instant Messaging (AIM), My Space, and
Facebook. A great number of
parents were caught off-guard at the time because the technology was so new and
the kids were keeping up with it much easier than the adults could.
The second documentary, Digital Nation (2010), went more into detail about the effects of
being constantly connected to the internet and having access pretty much from
anywhere and from many different types of devices. At this time the internet and “going on-line”
was much more accepted as a normal part of life. In addition to the social media aspect, this
documentary included on-line video games as well as the use of technology in
education.
I believe that a person is able to multi-task, but I also
believe that one can’t be as efficient when multi-tasking as they can if they
are focused on a single task at hand.
These people that believe they are great at multi-tasking because they
can check their email, text with their friend, and research a project for school,
all while watching a YouTube video and listening to music at the same time are fooling themselves. Yes they might be doing all of these things
at the same time, but I don’t believe they can be 100% engaged with each
activity. These are the same people that
will wonder what happened when they look up from their phone to find their car
is smashed into another car at an intersection.
I believe that I can multi-task in certain circumstances and
with specific tasks. I don’t believe
that I am any more efficient when I multi-task, it is just a necessity when
you’re helping your children with homework while trying to put dinner on the
table, you get a text from your husband saying that he is running late from
work, and the phone rings and it is your boss who needs to talk with you about an
upcoming strategy meeting. This is what
I refer to as “Living the Dream”.
3.
Is
there an addiction happening in society today with technology or is it just a
new way of living? Should we be
concerned?
I believe that technology is creating a new way of living
which is providing a new potential for addiction in society today. We should always be concerned about addictive behavior, but I
don’t believe we should stay away from technology because of it. I believe that there needs to be education
about the potential hazards associated with technology and becoming addicted to
it.
4.
Do
video games serve a purpose in education or are they a waste of time?
I believe that video games can serve a purpose in
education. I believe that they have the
means of engaging children to learn in a way that is unique. As with anything, if used incorrectly or as a
means of entertainment they can certainly be a complete waste of time.
5.
Do
you believe that digital tools such as google tools can save schools that are
struggling?
I do not believe that digital tools can save schools that
are struggling. I do believe that
teachers and administrators can save schools that are struggling by learning
about and implementing digital tools and technology in the classroom in a
manner which engages the students to learn.
6.
Do
parents of today have any idea what their kids are doing online? Whose job is it to teach them the safety and
digital responsibility? Parents/Teachers/Community/Government??
I believe there are three types of parents today; those that
know exactly what their kids are doing online, those think they know what their
kids are doing online, and those that have no idea that their kids are even
online. I believe that digital
responsibility should start with parents.
Unfortunately, not all parents are capable of or interested in what it
means to be digitally responsible. For
this reason, I believe that teachers, community, and government must contribute
to the education of these kids.
7.
Are
kids and adults today ruining their digital footprints by sharing too much
information online without realizing that it may be detrimental to their
future? Should they care?
I believe that kids and adults should be more selective
about the information that they are sharing on-line and I don’t think most of
them realize that what they are posting on-line could be detrimental to their
future. I believe that everyone should
care about this.
8.
“Stranger
Danger” and predator fears are often overblown by the media on shows such as Datelines
“To Catch a Predator”. What are the real
dangers of technology in this day and age?
I believe that the real dangers with technology in this day
and age including cyber bullying, oversharing of personal information, and dependency
on technology which can result in the inability to function without it. We need to teach our kids about cyber bullying
and digital responsibility just as we teach them about stranger danger and
predators in life as well as on the internet.
As for dependency on technology, I’m not sure that we can change this,
but as a parent I certainly try to keep a balance between on-line activities
and real life activities with my children.
I want them to grow up to be responsible adults who are able to function
in real life as well as in the digital world.
9.
Share
your overall reactions and thoughts about each documentary here. Please relate it to your views as a
teacher/parent/coach/etc... What did you
learn, find interesting, find disturbing, relate to, did not relate to, etc... from
watching either documentary that you would like to share with others?
The first documentary, Growing
Up Online (2008), made me stop and assess my rules for my own children with
regards to technology. When my children
first got cell phones it was a rule that I was the only one that could delete
text messages from their phones. This
was my way of monitoring their activity to make sure that they weren’t sending
or receiving any inappropriate messages.
My oldest daughter and I began to butt heads over this constantly until
her counselor pointed out to me that when I was a teenager my parents weren’t
able to listen in on all of my phone conversations with my friends. My argument back was that my phone
conversations weren’t published to a network where they could be forwarded
around for the world to see. As we
talked through the issue I came to realize that my daughter is very well
educated about digital responsibility and that I needed to trust that she is
texting appropriately. But I still have
the password for her Facebook page.
I found the second documentary, Digital Nation (2010), very interesting with regards to how
connected we as a society have become. Although
the Blackberry technology is out of date, it is the same, if not worse with the
new smart phones we have today. I was
amazed at the number of people that play video games on-line and more so by the
amount of time they spend doing it. Who
has an extra sixteen hours a week to be playing video games? Do these people sleep? The virtual worlds that are being created are
very strange to me. I can see it from an
entertainment perspective, but some of the things that are being done seem to
me like they are replacing real life activities. I don’t want to live in a virtual world.
Documentaries:
Growing
Up Online - 2008
Digital
Nation - Follow Up - 2010
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